Monday, July 15, 2013

The limits of anti-racism



The following article appeared in Left Business Observer #121, September 2009. Copyright 2009, Left Business Observer.
Like this? Subscribe today! There’s a lot more where this comes from—and only some of it makes it to the web for free consumption.

The limits of anti-racism by Adolph Reed Jr.
Antiracism is a favorite concept on the American left these days. Of course, all good sorts want to be against racism, but what does the word mean exactly?
The contemporary discourse of “antiracism” is focused much more on taxonomy than politics. It emphasizes the name by which we should call some strains of inequality—whether they should be broadly recognized as evidence of “racism”— over specifying the mechanisms that produce them or even the steps that can be taken to combat them. And, no, neither “overcoming racism” nor “rejecting whiteness” qualifies as such a step any more than does waiting for the “revolution” or urging God’s heavenly intervention. If organizing a rally against racism seems at present to be a more substantive political act than attending a prayer vigil for world peace, that’s only because contemporary antiracist activists understand themselves to be employing the same tactics and pursuing the same ends as their predecessors in the period of high insurgency in the struggle against racial segregation.
This view, however, is mistaken. The postwar activism that reached its crescendo in the South as the “civil rights movement” wasn’t a movement against a generic “racism;” it was specifically and explicitly directed toward full citizenship rights for black Americans and against the system of racial segregation that defined a specific regime of explicitly racial subordination in the South. The 1940s March on Washington Movement was also directed against specific targets, like employment discrimination in defense production. Black Power era and post-Black Power era struggles similarly focused on combating specific inequalities and pursuing specific goals like the effective exercise of voting rights and specific programs of redistribution.
Clarity lost
Whether or not one considers those goals correct or appropriate, they were clear and strategic in a way that “antiracism” simply is not. Sure, those earlier struggles relied on a discourse of racial justice, but their targets were concrete and strategic. It is only in a period of political demobilization that the historical specificities of those struggles have become smoothed out of sight in a romantic idealism that homogenizes them into timeless abstractions like “the black liberation movement”—an entity that, like Brigadoon, sporadically appears and returns impelled by its own logic.
Ironically, as the basis for a politics, antiracism seems to reflect, several generations downstream, the victory of the postwar psychologists in depoliticizing the critique of racial injustice by shifting its focus from the social structures that generate and reproduce racial inequality to an ultimately individual, and ahistorical, domain of “prejudice” or “intolerance.” (No doubt this shift was partly aided by political imperatives associated with the Cold War and domestic anticommunism.) Beryl Satter’s recent book on the racialized political economy of “contract buying” in Chicago in the 1950s and 1960s, Family Properties: Race, Real Estate, and the Exploitation of Black Urban America, is a good illustration of how these processes worked; Robert Self’s book on Oakland since the 1930s, American Babylon, is another. Both make abundantly clear the role of the real estate industry in creating and recreating housing segregation and ghettoization.
Tasty bunny
All too often, “racism” is the subject of sentences that imply intentional activity or is characterized as an autonomous “force.” In this kind of formulation, “racism,” a conceptual abstraction, is imagined as a material entity. Abstractions can be useful, but they shouldn’t be given independent life.
I can appreciate such formulations as transient political rhetoric; hyperbolic claims made in order to draw attention and galvanize opinion against some particular injustice. But as the basis for social interpretation, and particularly interpretation directed toward strategic political action, they are useless. Their principal function is to feel good and tastily righteous in the mouths of those who propound them. People do things that reproduce patterns of racialized inequality, sometimes with self-consciously bigoted motives, sometimes not. Properly speaking, however, “racism” itself doesn’t do anything more than the Easter Bunny does.
Yes, racism exists, as a conceptual condensation of practices and ideas that reproduce, or seek to reproduce, hierarchy along lines defined by race. Apostles of antiracism  frequently can’t hear this sort of statement, because in their exceedingly simplistic version of the nexus of race and injustice there can be only the Manichean dichotomy of those who admit racism’s existence and those who deny it. There can be only Todd Gitlin (the sociologist and former SDS leader who has become, both fairly and as caricature, the symbol of a “class-first” line) and their own heroic, truth-telling selves, and whoever is not the latter must be the former. Thus the logic of straining to assign guilt by association substitutes for argument.
My position is—and I can’t count the number of times I’ve said this bluntly, yet to no avail, in response to those in blissful thrall of the comforting Manicheanism—that of course racism persists, in all the disparate, often unrelated kinds of social relations and “attitudes” that are characteristically lumped together under that rubric, but from the standpoint of trying to figure out how to combat even what most of us would agree is racial inequality and injustice, that acknowledgement and $2.25 will get me a ride on the subway. It doesn’t lend itself to any particular action except more taxonomic argument about what counts as racism.
Do what now?
And here’s a practical catch-22. In the logic of antiracism, exposure of the racial element of an instance of wrongdoing will lead to recognition of injustice, which in turn will lead to remedial action—though not much attention seems ever given to how this part is supposed to work. I suspect this is because the exposure part, which feels so righteously yet undemandingly good, is the real focus. But this exposure convinces only those who are already disposed to recognize.
Those who aren’t so disposed have multiple layers of obfuscating ideology, mainly forms of victim-blaming, through which to deny that a given disparity stems from racism or for that matter is even unjust. The Simi Valley jury’s reaction to the Rodney King tape, which saw King as perp and the cops as victims, is a classic illustration. So is “underclass” discourse. Victimization by subprime mortgage scams can be, and frequently is, dismissed as the fault of irresponsible poor folks aspiring beyond their means. And there is no shortage of black people in the public eye—Bill Cosby and Oprah Winfrey are two prime examples, as is Barack Obama—who embrace and recycle those narratives of poor black Americans’ wayward behavior and self-destructive habits.

And how does a simple narrative of “racism” account for the fact that so many black institutions, including churches and some racial advocacy organizations, and many, many black individuals actively promoted those risky mortgages as making the “American Dream of home ownership” possible for “us”? Sure, there are analogies available—black slave traders, slave snitches, “Uncle Toms” and various race traitors—but those analogies are moral judgments, not explanations. And to mention them only opens up another second-order debate about racial authenticity—about who “really” represents the black community. Even Clarence Thomas sees himself as a proud black man representing the race’s best interests.
My point is that it’s more effective politically to challenge the inequality and injustice directly and bypass the debate over whether it should be called “racism.”
I do recognize that, partly because of the terms on which the civil rights movement’s victories have been achieved, there is a strong practical imperative for stressing the racially invidious aspects of injustices: they have legal remedies. Race is one of the legal classes protected by anti-discrimination law; poverty, for instance, is not. But this makes identifying “racism” a technical requirement for pursuing certain grievances, not the basis of an overall political strategy for pursuit of racial justice, or, as I believe is a clearer left formulation, racial equality as an essential component of a program of social justice.
Anti-Marx
I’ve been struck by the level of visceral and vitriolic anti-Marxism I’ve seen from this strain of defenders of antiracism as a politics. It’s not clear to me what drives it because it takes the form of snide dismissals than direct arguments. Moreover, the dismissals typically include empty acknowledgment that “of course we should oppose capitalism,” whatever that might mean. In any event, the tenor of this anti-Marxism is reminiscent of those right-wing discourses, many of which masqueraded as liberal, in which only invoking the word “Marxism” was sufficient to dismiss an opposing argument or position.
This anti-Marxism has some curious effects. Leading professional antiracist Tim Wise came to the defense of Obama’s purged green jobs czar Van Jones by dismissing Jones’s “brief stint with a pseudo-Maoist group,” and pointing instead to “his more recent break with such groups and philosophies, in favor of a commitment to eco-friendly, sustainable capitalism.” In fact, Jones was a core member of a revolutionary organization, STORM, that took itself very seriously, almost comically so.
And are we to applaud his break with radical politics in favor of a style of capitalism that few actual capitalists embrace? This is the substance of Wise’s defense.
This sort of thing only deepens my suspicions about antiracism’s status within the comfort zone of neoliberalism’s discourses of “reform.” More to the point, I suspect as well that this vitriol toward radicalism is rooted partly in the conviction that a left politics based on class analysis and one focused on racial injustice are Manichean alternatives.
Devolutions
This is also a notion of fairly recent provenance, in part as well another artifact of the terms on which the civil rights victories were consolidated, including the emergence of a fully incorporated black political class in the 1970s and its subsequent evolution. By contrast, examining, for example, the contributions to historian and civil rights activist Rayford Logan’s 1944 volume What the Negro Wants, one sees quite a different picture. Nearly all the contributors—including nominal conservatives—to this collection of analyses from a broad cross section of black scholars and activists asserted in very concrete terms that the struggle for racial justice and the general struggle for social and industrial democracy were more than inseparable, that the victory of the former largely depended on the success of the latter. This was, at the time, barely even a matter for debate: rather, it was the frame of reference for any black mass politics and protest activity.
As I suggest above, various pressures of the postwar period—including carrots of success and sticks of intimidation and witch-hunting, as well as the articulation of class tensions within the Civil Rights movement itself—drove an evolution away from this perspective and toward reformulation of the movement’s goals along lines more consonant with postwar, post-New Deal, Cold War liberalism. Thus what the political scientist Preston Smith calls “racial democracy” came gradually to replace social democracy as a political goal—the redress of grievances that could be construed as specifically racial took precedence over the redistribution of wealth, and an individualized psychology replaced notions of reworking the material sphere. This dynamic intensified with the combination of popular demobilization in black politics and emergence of the post-segregation black political class in the 1970s and 1980s.
We live under a regime now that is capable simultaneously of including black people and Latinos, even celebrating that inclusion as a fulfillment of democracy, while excluding poor people without a whimper of opposition. Of course, those most visible in the excluded class are disproportionately black and Latino, and that fact gives the lie to the celebration. Or does it really? From the standpoint of a neoliberal ideal of equality, in which classification by race, gender, sexual orientation or any other recognized ascriptive status (that is, status based on what one allegedly is rather than what one does) does not impose explicit, intrinsic or necessary limitations on one’s participation and aspirations in the society, this celebration of inclusion of blacks, Latinos and others is warranted.
We’ll be back!
But this notion of democracy is inadequate, since it doesn’t begin to address the deep and deepening patterns of inequality and injustice embedded in the ostensibly “neutral” dynamics of American capitalism. What A. Philip Randolph and others—even anticommunists like Roy Wilkins—understood in the 1940s is that what racism meant was that, so long as such dynamics persisted without challenge, black people and other similarly stigmatized populations would be clustered on the bad side of the distribution of costs and benefits. To extrapolate anachronistically to the present, they would have understood that the struggle against racial health disparities, for example, has no real chance of success apart from a struggle to eliminate for-profit health care.
These seem really transparent points to me, but maybe that’s just me. I remain curious why the “debate” over antiracism as a politics takes such indirect and evasive forms—like the analogizing and guilt by association, moralistic bombast in lieu of concrete argument—and why it persists in establishing, even often while denying the move, the terms of debate as race vs. class. I’m increasingly convinced that a likely reason is that the race line is itself a class line, one that is entirely consistent with the neoliberal redefinition of equality and democracy. It reflects the social position of those positioned to benefit from the view that the market is a just, effective, or even acceptable system for rewarding talent and virtue and punishing their opposites and that, therefore, removal of “artificial” impediments to its functioning like race and gender will make it even more efficient and just.
From this perspective even the “left” antiracist line that we must fight both economic inequality and racial inequality, which seems always in practice to give priority to “fighting racism” (often theorized as a necessary precondition for doing anything else), looks suspiciously like only another version of the evasive “we’ll come back for you” (after we do all the business-friendly stuff) politics that the Democrats have so successfully employed to avoid addressing economic injustice.
Adolph Reed Jr. is a professor of political science at the University of Pennsylvania.

Saturday, July 13, 2013

Lee Sustar: Toward a renewal of the labor movement



This article is the second of a two-part series.

************************
Toward a renewal of the labor movement
US labor after the Chicago teachers' strike
  • Share
IN PART One of this article, published in ISR 88, LEE SUSTAR looked at the restructuring of the US economy and its impact on the working class and organized labor. This article looks at the significance of the Chicago Teachers Union strike for a labor movement that has continued to lose members and political clout even as the economy recovers.

--
The views on this listserve do not necessarily represent the views of the MORE Caucus - morecaucusnyc.org - unless otherwise stated.

An open listserve for news, announcements, articles and analysis of education and union movement topics. Back and forth discussion should happen on the discussion listserve.  To join that listserve, email MORE-Discussion+subscribe@googlegroups.com.
---
You received this message because you are subscribed to the Google Groups "MORE-News" group.
To unsubscribe from this group and stop receiving emails from it, send an email to more-news+unsubscribe@googlegroups.com.
To post to this group, send email to more-news@googlegroups.com.
For more options, visit https://groups.google.com/groups/opt_out.



The CTU strike and its importance for the labor movement
IN THE midst of a gloomy scene for labor came the biggest and boldest example of social unionism in decades—the 2012 strike by some 27,000 members of the Chicago Teachers Union. Launched a few days after a raucous Labor Day rally that put thousands of teachers and supporters into the streets, the strike began with more than 20,000 CTU members swarming downtown Chicago, immobilizing traffic and leaving Mayor Rahm Emanuel sputtering. Daily mass rallies, including ones in predominately African-American working-class neighborhoods, highlighted the popularity of the strike, which was confirmed in opinion polls that found that sixty-six percent of students’ parents backed the teachers. It was almost certainly the most popular big-city teachers’ strike in US history. Working-class Chicago not only identified with the teachers’ demands for fair pay and the defense public education, but also saw the teachers as fighting for the dignity and respect of working people generally.
The CTU strike was covered extensively in the mainstream media as well as in left-wing publications such as the ISR and Socialist Worker. Those accounts are essential reading for union activists today. The focus here, however, is on the lessons of the struggle for union activists across the labor movement:
  • Building a viable reform caucus takes time and teaches some hard political lessons. The Caucus of Rank-and-File Educators (CORE) was founded by teachers who had been through the experience of an earlier reform leadership that was turned out of office after one term for having negotiated a concessionary contract. The activists who formed CORE had concluded that the previous reform president, Deborah Lynch, had focused on winning office, neglected building a base in the schools, and was out of touch with the membership when it negotiated the contract. When the contract was voted down, the union threatened a strike—but had made no preparations for one. The membership, skeptical of Lynch’s ability to lead a strike, voted to accept a somewhat improved contract but then turned her out of office months later. It took two disastrous, scandal-ridden terms of the old guard before CORE won union offices.
     
  • Winning union office brings enormous pressures to compromise—but rank-and-file pressure can be a counterweight. In negotiations over state education legislation, CTU President Karen Lewis initially supported the Illinois state law known as SB7 that imposed a requirement that seventy-five percent of union members must vote to authorize a strike. But CORE members on the executive board rejected that decision, as did union delegates. While the legislation passed anyway, the CTU’s rejection of SB7 sent an important message that CORE would not compromise on its principles.
     
  • A union that pours resources into organizing the rank and file can get results. CTU officers cut their own pay and put money into internal organizing, chapter by chapter. Training for delegates and other CTU members went well beyond the usual network of activists to create an organizational backbone of 1,000–3,000 teachers and paraprofessionals who led discussion about contract demands and made the argument that a strike would be necessary.
     
  • Preparing for a serious strike takes months. By the time most union leaders call strikes, defeat is in the air as panicked negotiators realize too late that management won’t budge. Where the bosses are prepared with union-busting operations, the unions lurch into action at the last minute. The CORE leadership of the CTU, by contrast, began making the case that a strike would likely be necessary almost as soon as they took office. Thus when the school board and the mayor took aggressive action against the teachers, CTU’s perspective was vindicated and the rank and file was prepared.
     
  • Social-movement unionism is essential, especially for public sector workers in struggle. CORE’s first activity as an opposition caucus was a campaign against school closures, which take place almost exclusively in African American and Latino neighborhoods. Once in office, CORE put substantial union resources into developing that alliance. At the same time, it campaigned politically around its well-researched document, The Schools Chicago’s Children Deserve, which highlighted “educational apartheid” in the city.  By the time the teachers took to the streets, they were seen as popular defenders of social services while the mayor’s popularity had ebbed.
     
  • Union democracy is indispensable to building a fighting union. By a vote of union delegates, the CTU strike was extended two extra days after a tentative agreement was reached in order for delegates to take the deal to the picket lines for debate. Hours-long meetings on sidewalks around the city examined the contract in detail. By contrast, strikes in the United States are usually suspended days before members get a chance to see even highlights of a tentative agreement. In the CTU’s case, taking the deal to tens of thousands of members enabled the union to end the strike with a sense of unity and victory.
     
  • Socialist politics make a difference. The role of radicals and socialists of various political traditions in the CTU was important in many aspects of the strike, from organizing picket lines, to framing negotiations, to politically preparing the union from the attacks by labor’s Democratic Party “friends.” Starting from a perspective that the union’s power is in a self-activated rank and file, the left in the CTU succeeded in creating networks of militants that went well beyond the union’s formal organizational machinery.
This is not to claim that large numbers of Chicago teachers have embraced socialism. Rather, the point is that labor militants, including socialists, worked systematically to revive class-struggle unionism that gave voice to the basic demands of teachers for dignity and respect as well as just compensation. At a time when union leaders who cling to labor-management partnership are presiding over one disaster after another, Chicago teachers were prepared to follow a left-wing leadership which argued that a failure to fight meant certain defeat—and that taking a risk was necessary to win.
The politics of labor’s decline
The dramatic success of the CTU strike stands in contrast with the record of most unions since 1995, when the New Voices slate led by John Sweeney took over the AFL–CIO. The promise Sweeney made then was to build up labor’s political muscle in the Democratic Party, step up efforts to organize the unorganized, and revive labor-management partnership on the basis of a more active union membership—the “mobilization” model that he had backed while president of the SEIU.
The full employment economy did give labor some leverage in the early years of the Sweeney administration. Besides the popular and victorious UPS strike of 1997, workers won big strikes at Verizon’s predecessor company and most of a series of local strikes in the auto industry. Organizing efforts slowed the decline in union membership and eventually boosted it by the turn of the century, but not enough to stop the decline in the percentage of workers represented by unions. The recession of 2007-2009 then pushed the unions back into an absolute decline in overall numbers and an even sharper drop in union density, that is, the percentage of workers who are members of unions.
The more hostile the terrain for contract bargaining and organizing, the more unions have looked to politics to rescue them from irrelevance. Sweeney had some political success in his own terms, boosting the percentage of voters from union households to 24 percent in 2004. But by the 2012 election, the figure was down to 18 percent.  It was the focus on politics and its diminishing returns that was a motivating factor in Change to Win’s split from the AFL-CIO in 2005. But by 2012, the SEIU, the dominant force in the breakaway group, itself doubled down on political spending, putting $33.4 million into the elections. While union money was funneled into elections and member participation in such efforts surged, the SEIU’s vaunted organizing machine was stalled: forms the union filed with the US Department of Labor reflected an increase of just 5,000 members and 2,000 agency-fee payers between 2011 and 2012, perhaps one of the smallest gains in the union’s history.
Despite labor’s fulsome support, Democrats are increasingly likely to attack the unions rather than attend to their interests. The most obvious example was the ignominious fate of the Employee Free Choice Act (EFCA), which labor leaders saw as a ticket to fast-track organizing by removing some of the harshest pro-employer provisions of the laws governing union representation elections. Backed by Obama on the campaign trail, EFCA went nowhere in a Democratic-controlled Congress until banished by the Republican comeback in the 2010 elections.
Even if EFCA had passed, it would not have been the magic bullet to reverse labor’s decline, argued the late Jerry Tucker, the former dissident UAW regional director who was the most outstanding labor strategist of his day. “I would take it back to labor’s culture—its actual activity and what it represents to workers,” he said in 2008. “Organized labor doesn’t represent a movement at this point that workers can attach themselves to—where they feel a certain sense of upsurge or upward momentum.”
Many union activists hoped that Richard Trumka would bring the sense of movement back to organized labor when he took over the AFL-CIO from Sweeny in 2009. As president of the United Mineworkers in the 1980s, he’d led a combative strike victory over the Pittston coal group, and was known for his fiery speeches. But under Trumka the AFL-CIO has only continued its retreat from any kind of industrial strategy and moved even further into Democratic Party politics. Despite the EFCA debacle and a range of anti-labor policies pursued by the Obama administration and Democratic governors, Trumka has apparently concluded that being attacked by labor’s supposed allies is better than being annihilated by the Republicans. The idea of a labor-based political alternative seems beyond consideration. Thus, the AFL-CIO Executive Council is pressing state and local affiliates to better integrate themselves into electoral campaigns by hiring “professional campaign managers.” As Chris Townsend, the longtime Washington representative of the independent United Electrical workers put it:
The labor leadership and staff of today increasingly consist of middle class and professional elements who have no vision or experience beyond the conservative, timid, and limited Democratic Party worldview. They fear the intensifying battles with the employers and politicians—to the extent that they even understand the nature of them—and cannot imagine a political action strategy beyond just more money and more votes for Democrats. The unions methodically adopt a sort-of “reverse syndicalism” policy where traditional workplace union functioning is abandoned in favor of a political-campaign style of unionism. This systematically reduces the union to a political campaign vehicle, and as a result liquidates the union ability to extract concessions from the employer.
At the very moment when workplace union structures are needed more than ever, they have been replaced with political campaign machinery which cannot withstand the attacks of the employers. This political-action style of work also redirects the union struggle away from collisions with the employers in the workplace and off into frequently vague or remote political pressure campaigns. An entire generation of union leadership is now being trained to think that the union goal is to pressure politicians and “raise consciousness” via the media, and not to compel employers to deliver tangible changes in the workplace.
Labor, the Left, and the renewal of US labor
Labor’s disarray has, understandably, provoked an urgent discussion among labor intellectuals, one that was featured in a recent issue of the magazine Logos. Veteran labor and racial-justice activist Bill Fletcher makes the case that the revival of the left is essential to the renewal of organized labor. The roots of labor’s decline, he argues, date from the 1940s when “more than anything else organized labor refused to accept the inevitability of class struggle and instead insisted that the elimination of the left wing in labor helped to ensure that a productive relationship could be built with capital.” Labor’s unwillingness to organize the South—and to confront racism in that region—allowed “right to work” laws to stymie union organization to this day, undermining the labor movement as a whole, Fletcher notes. Labor’s renewal will be difficult and will depend on the ability of the movement to follow the example of the Chicago teachers’ strike with an inclusive social-movement unionism that takes up political issues as well, he concludes.
Writing in the same journal, labor historian Melvyn Dubofsky doubts whether such a comeback is even possible. “Given the current alignment of forces domestically and globally, I find it hard to conceive of any tactics or broader strategy through which the labor movement might reestablish its former size, place, and power,” wrote the author of the classic history of the Industrial Workers of the World and co-author of a biography of miners’ leader John L. Lewis.
A regrowth of the labor movement will not emerge from leaders or forces within the movement as currently constituted. Only a shock of the magnitude of the Great Depression of the 1930s or World Wars I and II is likely to stimulate a rebirth of the labor movement. Such a shock, however, might this time be as likely to produce greater repression of labor as to bring a New Deal for workers. Today it is far easier to maintain “pessimism of the intelligence” than “optimism of the will.”
Is Dubofsky’s prognosis correct? Certainly the raw numbers underscore labor’s weakness, with unions about as weak in the private sector as they were in the heyday of the IWW that Dubofsky chronicled. But the character of the labor movement today is very different than it was in the early twentieth century, when the old AFL, run by the arch business unionist Samuel Gompers, was dominated by craft unions that based their power on the exclusion of African Americans, women, immigrants, and unskilled workers. Arne Swabeck, a US delegate to the Fourth Congress of the Communist International in 1922, could report that, “We in the United States have a very backward and reactionary workers movement. For many years, the leadership of these unions has remained in the same hands, with hardly any challenge. These leaders have adopted with their whole being a policy of labor collaboration.”
The social composition of the movement, however, has changed radically since then. US unions represent a higher proportion of African Americans than of the population at large. Of the 14.3 million union members in 2012, 6.3 million were white men, 4.9 million were white women, 1 million were African-American men, another 1 million African American women, 1.1 million were Latino men, and 834,000 were Latinas.  Even if we grant that the second-largest union, the SEIU, is increasingly unaccountable to union members with its multistate and industry-wide union “locals” and concessions to business, it nonetheless includes a large percentage of low-wage workers of color among its 1.8 million members. That in turn shapes the politics of the unions with regard to immigration, for example. While the SEIU and other unions are all too ready to cut deals with corporate interests for immigration reform that could create guest worker status and include harsh enforcement, that’s a far cry from the AFL’s nativism of a century ago. This is not Sam Gompers’ labor movement.
Moreover, the unions today, however bureaucratic and ineffective, nevertheless reflect the diversity of the US working class like no other institution. Just as important, they are the result of workers’ organization at the point of production—where wealth is generated in capitalist society. It is from this that unions derive their power, even if it is more potential than actual today. If the Occupy movement showed the possibility of building a mass movement against the wealthiest 1%, it is in the workplace that workers can act collectively to make concrete gains in that struggle. The Chicago teachers strike, the walkouts at Ford, and the battle on the docks in Longview, Washington, are reminders that unions—whether existing ones or new formations—will continue to play the central role in labor’s inherent conflict with capital.
Nevertheless, one aspect of Swabeck’s assessment of US labor in 1922 still rings true: The policy of labor collaboration by union officials. While business unionism has failed to deliver the goods for decades, the US Left has yet to overcome the Cold War anticommunist purges of the unions in the 1950s. The unraveling of business unionism won’t, however, lead to an automatic revival of the Left in the unions. The decline of the Left since the 1970s and the four-decade assault on labor right-wing offensive can make the partnership, pro-Democratic Party politics of the labor leaders can still appear to the majority of workers to be the only viable perspective for unions. After all, the argument goes, wouldn’t the Republicans be worse? The only available choice appears to be between a slow demise under the Democrats or a summary execution by the Republicans.
Further, the absence of a labor party in the United States, unique among the Western advanced countries, leaves the dominant ideology of American individualism largely unhindered within the working class. Labor leaders themselves try to reconcile workers to this outlook rather than challenge it. Certainly unions take more progressive positions on racism, sexism, LGBT rights, and other issues than they did just twenty years ago. Even so, these positions are left in the realm of civil rights rather than being seen as the foundation of a strong, principled, and united labor movement that can take up those issues at the point of production.
The union leaders’ ideology flows from their social role as mediators between labor and capital. As a strata removed from the day-to-day pressures of the workplace and enjoying considerably more pay and perks than those they represent, union officials appeal to capital for “fairness” for the “middle class” rather than speak frankly to workers about the inevitability of class struggle and preparing for bitter conflicts in an era of endless austerity. This class collaboration approach was already disorienting and demobilizing even when labor was far stronger decades ago. In the face of today’s relentless employers’ offensive, such a policy leads from one disaster to another.
Reviving a socialist current in the unions
Since the anticommunist purges of the unions in the 1950s, socialists have fought to reestablish themselves as a significant current in the labor movement. In the mid-1960s, Stan Weir, a widely experienced labor activist who was a member of the Independent Socialist Clubs, a predecessor organization of the International Socialist Organization (ISO), wrote an article called USA: The Labor Revolt which discussed the early stages of the rank-and-file rebellion that would peak a few years later.
The roots of the rebellion, Weir argued, was, on the one hand, the retreat of the union from the shop floor and abandonment of the right to strike during the life of contracts, on the other, the pressure of constant a push for productivity and a rising cost of living that had begun to squeeze workers despite the overall rise in living standards. The locus of the rebellion, Weir argued, would be what he called the informal work groups at the point of production. It was there that workers would rediscover their power against the employers and push union leaders into action:
In thousands of industrial establishments across the nation, workers have developed informal underground unions. The basic units of organization are groups composed of several workers, each of whose members work in the same plant area and are thus able to communicate with one another and form a social entity. Led by natural on-the-job leaders, they conduct daily guerilla skirmishes with their employers and often against their union officials as well. . ..
For the first time in over three decades, the United States faces a period in which the struggles of the unionized section of the population will have a direct and visible effect on the future of the entire population.
Weir was correct: the years 1965 to 1974 saw the biggest strike wave since the 1940s. In 1969 the Independent Socialists, by then known as the International Socialists (IS), moved their center from Berkeley to Detroit to try and link up with the rank-and-file movement in the auto industry led by African American workers in the Dodge Revolutionary Union Movement.
Kim Moody developed Weir’s views into a wider perspective for socialists in 1969, titled “The American Working Class in Transition,” an essay that will appear in a forthcoming collection of his essays from Haymarket Books. Moody noted that  inflation driven by the Vietnam War, higher taxes, and speedup on the shop floor resulted in
a total attack on the living standards of the working class [that] is national in scope and increasingly political in nature. Unlike the problems of the 1950s which are still operative, those that have emerged in the second half of the 1960s affect all sections of the working-class—even if in varying degrees. Furthermore, the rooting of the current instability in the permanent arms economy tends to expose the interpenetration of the state and the corporations, and to destroy the myth of government as an independent force.
Moody stressed that African American workers were at the center of the rank and file rebellion, owing both to the impact of the civil rights and Black power movements, as well as Black workers’ disproportionate representation in basic industry: “In general this growing movement is both class and race conscious. It is part of the general rank-and-file revolt against deteriorating working conditions and income, as well as union bureaucratism. At the same time, the growing number of Black caucuses and organizations are struggling against the special oppression of Black workers.”
Dan La Botz summarized the IS perspective:
The [union] officials’ failure to respond to the employers’ challenge would create the need for an alternative. Radicals would therefore have an opening to organize a class-struggle tendency within the labor movement by organizing rank-and-file caucuses within the different unions. The caucuses would lead workplace struggles over grievances, contract fights, and other collective actions, which were seen as changing workers’ consciousness—of their relationship to the employers, as well as the state—and to developing their sense of power and self-confidence. Through such struggles, workers would become open not only to more militant action and the fight for democracy in their unions, but also to socialist ideas. These caucuses, as they become stronger, would challenge the bureaucracy, pushing it forward or pushing it aside.
The IS based its trade union work on the experience of the Trade Union Education League (TUEL), an initiative of the Communist Party (CP) during its revolutionary years in the 1920s. Through the TUEL, the CP built an alliance of militant local union leaders and rank-and-file activists to take up the struggle against the employers’ anti-union “open shop” drive. The emphasis was the building of rank-and-file organization that could carry the struggle forward whether or not the union leaders were willing to fight. While the CP was not opposed to seeking and holding union office, capturing such a position was not an end in itself, but a means to increase the level of rank-and-file activity—and CP members in official positions were expected to be disciplined to the party. (This approach was jettisoned in the 1930s, as the CP adapted itself to the rising bureaucracy of the CIO.)
Following the example of the TUEL, the IS was able to help build or initiate rank-and-file groups in several industries, including auto, Teamsters freight drivers, UPS workers, and the telephone companies at a time when workers could look to a model in Miners for Democracy, a reform group that had won control of their union. At the same time, the IS was able to recruit a number of militant workers to socialist politics. It was a significant achievement and disproved the notion that US workers were closed to radical politics.
The employers’ offensive that began in the mid-1970s defeated that rebellion. The layer of rank-and-file militants who had led the struggle were under pressure not only from employers but also from their union leaders, who sought to isolate them or get them fired. The restructuring of industry and unemployment was a shock to industrial workers who had never experienced a deep recession. The closure of US Steel’s South Works plant in Chicago in the early 1980s epitomized the problem: The plant had been the home base of Ed Sadlowski, who lead the Steelworkers Fight Back campaign that nearly defeated an entrenched bureaucracy in the 1976 union elections. The IS and other socialists had played an important role in that campaign. Now the base of the movement was being broken up by the restructuring of the steel industry, a process that was also taking place in auto, mining, and freight.
All of this created a crisis of perspective for socialists. The ISO was formed in 1977 following a debate in the IS over where socialists should focus their efforts in these much-more-difficult circumstances. Those who remained in the IS, who would go on to help found the organization Solidarity, concluded that the most relevant contribution that socialists could make in the labor movement was to build rank-and-file and reform union caucuses without the expectation of an audience for socialist politics for some time. Emphasis instead would be placed on broader union-oriented publications like Labor Notes and that magazine’s biannual conferences gathering union militants from across the country.
For its part, the ISO, while in solidarity with the Labor Notes project, also attempted to maintain a socialist presence in the labor movement, however small. This often took the form of solidarity activism around important labor battles, such as the “War Zone” struggles at Caterpillar, Bridgestone-Firestone, and Staley in central Illinois in the mid-1990s and the UPS strike of 1997.
In the past fifteen years, however, the generational transition in the working class, a shift in political attitudes in the post-Cold War labor movement, and diligent work by socialists in the unions, however modest, has opened new possibilities for a revival of a class-struggle current in the unions.
In fact, the role of the Left in the Chicago teachers’ strike has not gone unnoticed. The strike has become a reference point for teacher militants everywhere, and has inspired or reinvigorated teacher-union reform efforts in other cities. The AFT and NEA together are the largest group of unionized workers in the United States, and they are being aggressively targeted by employers. The teachers’ unions will continue to be at the center of class conflict—not only over teacher pay and conditions, but over the defense of public education against privatization. The left’s advances in building social movement unionism in Chicago can become a model for a fightback by other teachers.
To carry out this work in the labor movement generally, socialists need to recover the lessons of previous generations of revolutionaries in the unions, from the TUEL to the Trotskyists in the Teamsters in the 1930s to the IS experience of the 1970s. The challenge is to build the rank-and-file organizations that can sustain what used to be called the class-struggle wing of the labor movement.
Socialists must build in the rank and file at the workplace, because that is where labor’s power ultimately lies. The difficulties in meeting this challenge are, however, considerable. As trade union activist and labor educator Charley Richardson has noted, unions have retreated from organizing on the shop floor in the face of relentless restructuring, the introduction of technology intended to deskill workers, and “partnership” programs designed to convince workers to collaborate with speedups and the constant push for higher productivity. Richardson writes:
The surrender of the “shop floor”—of decisions about work—to management is a disaster for working people and for the future of collective action. Labor’s focus on periodic contract bargaining and ongoing contract enforcement, combined with an acceptance of management’s right to introduce new technologies and restructure work, are out of sync with the reality of ongoing change in the workplace. Conceding today’s decisions about work process and technology sets the stage for defeat in the future.
Renewing labor’s effort at shop-floor organizing requires generalizing the lessons of successful struggles wherever they take place. An important example is the National Union of Healthcare Workers, which quickly organized thousands of members away from the SEIU by breaking with labor-management partnership and using the strike weapon. Another case is the success of the California Nurses Association in winning lower nurse-patient ratios, which succeeded both in reducing stress on nurses and benefiting patients with greater attention.
As socialists sink roots in the labor movement, a number of historical questions facing the movement have once again become very practical. For example, socialists have traditionally drawn a distinction between rank-and-file groups, which are oriented on building workplace power and are organized independently irrespective of who holds union office, and more pragmatic reform groups that tend to see winning office as the means to establish a more democratic and assertive union. Socialists have played a key role in rank-and-file organizations because they help provide a framework for understanding the vacillations of the trade union bureaucracy, which mediates between capital and labor and is under constant pressure from above and below. The political contributions of socialists are key to rank-and-file movements, too, when it comes to challenging union leaders’ reliance on the Democratic Party.
Today, however, the terms “rank-and-file group” and “reform” are often used interchangeably on the labor left. The distinction is made here not out of a desire to be aloof from reform efforts—they should be supported. The goal of socialists, however, is to win coworkers to the perspective of building an independent rank-and-file organization based in class struggle, social-movement unionism, and a commitment to union democracy. This is not a moral question: Given the ferocity of the attack by employers, such organizations are essential if the unions are to remain a force capable of defending workers’ interests.
The difficulty with implementing the rank-and-file strategy today is that the restructuring of industry, a generational transition in the workforce, and the weakness of the Left has made it difficult for militants to even find one another, let alone collaborate to build the struggle. As described earlier, the latest phase of the employers’ offensive is intended to further weaken the informal work groups described by Stan Weir in the 1960s, and to try and snuff out unions once and for all.
That’s why the Wisconsin labor uprising and the Occupy movement were so important. At a time when unions were absorbing heavy losses amid a retreat, the protests showed labor activists that there are tens of thousands of union workers who want to stand and fight, even if union officials squandered that opportunity. Where they felt isolated and unable to resist concessions at their own workplaces, union militants discovered a sense of power and solidarity in a mass mobilization. The task for socialists is to connect that emerging militancy to the struggle at the point of production. The CTU strike provided an example of how this can happen—and it gave a sense of what socialists can contribute to building a fighting union.
The CTU strike also raised the question of whether and when socialists should run for union office. It is one thing to run a campaign to promote basic ideas of militancy and action. It’s quite another to run with the possibility of winning office. There is no space here to examine the issue in detail. The main criteria is whether or not there is a sufficient political base in the rank and file for the leadership to take the struggle forward, and whether the winning slate is sufficiently militant and cohesive to withstand pressure from both the international union and the employers. There are many cases in recent decades of union reform groups winning office on an anti-incumbent, “throw the bums out” basis, only to find themselves isolated and ineffectual once in office. Winning office prematurely can destroy years of work in building rank-and-file organization.
For most socialists, of course, the question is not when to run for union office, but how to get into the labor movement at all. The possibilities for doing so are improving.
The economic recovery, albeit slow, and the mass retirement of baby boomers are creating job openings at unionized workplaces. The manufacturing revival opens the way for hiring in basic industry on a scale unseen in many years. Further, the revival of the labor left since the Wisconsin struggle points to new possibilities for workplace organizing. The obstacles will be formidable: even many unionized workplaces today have a near totalitarian atmosphere, and indiscrete Facebook posts can flag someone as a troublemaker who should be fired at the first opportunity. In addition, building a base at work takes time. It begins with learning the job well and getting to know one’s coworkers—identifying the informal work groups that Stan Weir argued were the key to power in the workplace. It is in this process that class-struggle unionism can take root.
Socialist politics can find an audience through this effort as well. In the 1930s, many thousands of trade-union militants were inspired by the prospect of a socialist alternative to a world wracked by severe economic crisis and war. The same possibilities exist today. Linking workers’ fights today to the struggle for a society based on democratic workers’ control and meeting human needs can appeal to working people who are appalled by endless austerity, resurgent racism, chronic wars, and ecological crisis even as they tackle the most immediate issues around wages, healthcare, and pensions—if they’ve got a union, and organizing one if they don’t.
Socialists will doubtless continue to play a role in efforts to organize the unorganized, as they have historically. It isn’t clear whether the big unions that have backed organizing efforts of low-wage workers are prepared to undertake long-term organizing efforts. In any case, the project has already highlighted the willingness of many retail and food service workers, from Wal-Mart to McDonalds, to use strikes to push for decent wages. Then there are more strategic long-term campaigns, such as Warehouse Workers for Justice campaign initiated by the United Electrical workers to organize warehouses that supply Wal-Mart in the Joliet, Illinois, area outside Chicago. An inspiring three-week warehouse strike there in the wake of the CTU strike forced management to stop disciplining workers who complain about poor working conditions and to pay workers for their strike days. The importance of this effort should be underlined: Chicago is the center of the nation’s freight transportation network, and an organizing breakthrough in the warehouses could open the way for labor to reenter the supply chain that’s critical to both the manufacturing and retail sectors. (The Teamsters and Change to Win have undertaken a parallel effort to organize Southern California port truckers.)
Other examples could be cited. The point here is that despite the defeats inflicted on labor, there are possibilities to begin rebuilding basic union organization and, at the same time, revive the socialist current in organized labor. Even if Melvyn Dubofsky is correct that labor won’t fully revive without some future “shock,” the prospects of future success amid such tumult depend on the preparatory work undertaken today. That is the lesson of the 1930s, when the upturn in struggle came only after years of bitter setbacks in strikes in which communists and socialists played a key role.
Further, organized labor’s comeback will depend on its connections with wider working class struggles, from resistance to racial profiling by police to opposition to home foreclosures and a defense of women’s rights. The rise of public-sector unionism in the 1960s, inspired in large part by the civil rights movement, is another crucial reference point.
The historic weakness of US labor—a focus on “bread and butter” issues to the exclusion of social issues—must be overcome if the unions are to be relevant to a multiracial working class whose view is shaped by crisis, austerity and Occupy. Labor’s more progressive positions on such issues must be turned into practical support for those struggles. That in turn, opens the way for wider popular support for unions in struggle, as the popularity of the Chicago teachers strike shows.
Conclusion
The labor movement in 2013 faces a stark choice: continued accommodation to employers and gradual decline into irrelevance or a turn to struggle in which victory is far from assured and the possibility of a major defeat is considerable. In many circumstances, a serious struggle can mean betting the survival of the union, whether by calling an illegal strike in the public sector or by physically challenging scabs during a strike.
The example of the ILWU struggle in Longview, Washington, is a case in point. Failure to take on the employer would have meant a devastating blow to the union’s pension system. But calling a coast-wide solidarity strike would have exposed the unions to hundreds of millions of dollars in fines. In the end, the company backed down because local union members—many of whom had been arrested for blocking trains—made it clear that they were willing to stop the scab cargo by any means necessary. Yet the battle is far from over, as grain employers use the agreement in Longview to try and drive down pay and conditions in other ports. And the grain contract, in turn, is a pilot for the shipping bosses’ demands in the upcoming Pacific Coast longshore contract. The struggle continues.
Similarly, the Chicago Teachers Union had to risk failure in overcoming the limitations on their ability to strike and the possibility that Mayor Emanuel would succeed in getting a court injunction. But by preparing the ground for the strike for more than a year—not only among union members, but also with labor and community allies—the CTU was able to politically isolate the most powerful mayor in America. When Emanuel finally did seek an injunction, the judge said no. That victory, critical though it was, did not shield the CTU or the city’s schoolchildren from further attacks on public schools. A few months after the strike, Emanuel announced the closure of 54 schools in mostly African-American and Latino neighborhoods. The CTU, allied with community groups, has mounted resistance, but on much more difficult terrain for the union.
Not every labor battle will assume such high stakes, of course. But the long-term character of the economic crisis and the consolidation of the low-wage economy mean the intensification of class conflict. This will take many forms: defending union activists from wrongful discipline or termination; patiently organizing for months or years to prepare for a contract campaign and a possible strike; forming union organizing committees at nonunion employers and more. It is, in short, what Kim Moody, in an essay published in 2000, calls the rank-and-file strategy. The strategy, he writes, “starts with the experience, struggles, and consciousness of workers as they are today, but offers a bridge to a deeper class consciousness and socialist politics.”
Moody concludes:
People are compelled into struggle by real conditions and these are mostly shaped by capital and its endless attempt to regain or improve profitability. These efforts to increase exploitation impact in all areas of working life including the different positions of white and Black, men and women in the workforce, and the union. We build these rank and file groups, acts of resistance, and movements on their own terms, but offer an analysis of the roots of the problem and a bigger vision of how to address them when appropriate. We call this social-movement unionism: a unionism that is democratic, acts like a movement and not just an institution, and reaches out to other working class and oppressed people to build a mass movement for change. . .
Explicitly socialist education and political work must be done in connection with such work in the world of the working class. It must be done in a nonsectarian manner in which socialists from different groups work together where they agree, along with union and community activists who haven’t yet drawn socialist conclusions.
With business unionism leading organized labor into further decline, working class militants inside and outside of the unions are looking for an alternative vision and strategy to take the movement forward. In the harsh new, post-recession US economy, class-struggle, social-movement unionism—and socialist politics—will become relevant to a much wider labor movement audience than it has been in decades.

Saturday, July 06, 2013

Rethinking Schools on Common Core

http://www.commondreams.org/view/2013/06/26-2?nocache=1

Corporate Education 'From Above' and the Trouble with Common Core

(Cartoon: Ethan Heitner / More at: freedomfunnies.wordpress.com)It isn't easy to find common ground on the Common Core. Already hailed as the “next big thing” in education reform, the Common Core State Standards are being rushed into classrooms in nearly every district in the country. Although these “world-class” standards raise substantive questions about curriculum choices and instructional practices, such educational concerns are likely to prove less significant than the role the Common Core is playing in the larger landscape of our polarized education reform politics.
We know there have been many positive claims made for the Common Core:
  • That it represents a tighter set of smarter standards focused on developing critical learning skills instead of mastering fragmented bits of knowledge.
  • That it requires more progressive, student-centered teaching with strong elements of collaborative and reflective learning.
  • That it equalizes the playing field by raising expectations for all children, especially those suffering the worst effects of the “drill and kill” test prep norms of the recent past.
We also know that many creative, heroic teachers are seeking ways to use this latest reform wave to serve their students well. Especially in the current interim between the rollout of the standards and the arrival of the tests, some teachers have embraced the Common Core as an alternative to the scripted commercial formulas of recent experience, and are trying to use the space opened up by the Common Core transition to do positive things in their classrooms.
"Common Core has become part of the corporate reform project now stalking our schools. Unless we dismantle and defeat this larger effort, Common Core implementation will become another stage in the demise of public education."
We'd like to believe these claims and efforts can trump the more political uses of the Common Core project. But we can't.
For starters, the misnamed “Common Core State Standards” are not state standards. They're national standards, created by Gates-funded consultants for the National Governors Association (NGA). They were designed, in part, to circumvent federal restrictions on the adoption of a national curriculum, hence the insertion of the word “state” in the brand name. States were coerced into adopting the Common Core by requirements attached to the federal Race to the Top grants and, later, the No Child Left Behind waivers. (This is one reason many conservative groups opposed to any federal role in education policy oppose the Common Core.)
Written mostly by academics and assessment experts—many with ties to testing companies—the Common Core standards have never been fully implemented and tested in real schools anywhere. Of the 135 members on the official Common Core review panels convened by Achieve Inc., the consulting firm that has directed the Common Core project for the NGA, few were classroom teachers or current administrators. Parents were entirely missing. K–12 educators were mostly brought in after the fact to tweak and endorse the standards—and lend legitimacy to the results.
The standards are tied to assessments that are still in development and that must be given on computers many schools don't have. So far, there is no research or experience to justify the extravagant claims being made for the ability of these standards to ensure that every child will graduate from high school “college and career ready.” By all accounts, the new Common Core tests will be considerably harder than current state assessments, leading to sharp drops in scores and proficiency rates.
We have seen this show before. The entire country just finished a decade-long experiment in standards-based, test-driven school reform called No Child Left Behind. NCLB required states to adopt “rigorous” curriculum standards and test students annually to gauge progress towards reaching them. Under threat of losing federal funds, all 50 states adopted or revised their standards and began testing every student, every year in every grade from 3–8 and again in high school. (Before NCLB, only 19 states tested all kids every year, after NCLB all 50 did.)
By any measure, NCLB was a dismal failure in both raising academic performance and narrowing gaps in opportunity and outcomes. But by very publicly measuring the test results against benchmarks no real schools have ever met, NCLB did succeed in creating a narrative of failure that shaped a decade of attempts to “fix” schools while blaming those who work in them. By the time the first decade of NCLB was over, more than half the schools in the nation were on the lists of “failing schools” and the rest were poised to follow.
In reality, NCLB's test scores reflected the inequality that exists all around our schools. The disaggregated scores put the spotlight on longstanding gaps in outcomes and opportunity among student subgroups. But NCLB used these gaps to label schools as failures without providing the resources or support needed to eliminate them.
The tests showed that millions of students were not meeting existing standards. Yet the conclusion drawn by sponsors of the Common Core was that the solution was “more challenging” ones. This conclusion is simply wrong. NCLB proved that the test and punish approach to education reform doesn't work, not that we need a new, tougher version of it. Instead of targeting the inequalities of race, class, and educational opportunity reflected in the test scores, the Common Core project threatens to reproduce the narrative of public school failure that has led to a decade of bad policy in the name of reform.
The engine for this potential disaster, as it was for NCLB, will be the tests, in this case the “next generation” Common Core tests being developed by two federally funded, multi-state consortia at a cost of hundreds of millions of dollars. Although reasonable people, including many thoughtful educators we respect, have found things of value in the Common Core standards, there is no credible defense to be made of the high-stakes uses planned for these new tests.
The same heavy-handed, top-down policies that forced adoption of the standards require use of the Common Core tests to evaluate educators. This inaccurate and unreliable practice will distort the assessments before they're even in place and make Common Core implementation part of the assault on the teaching profession instead of a renewal of it. The costs of the tests, which have multiple pieces throughout the year plus the computer platforms needed to administer and score them, will be enormous and will come at the expense of more important things. The plunging scores will be used as an excuse to close more public schools and open more privatized charters and voucher schools, especially in poor communities of color. If, as proposed, the Common Core's “college and career ready” performance level becomes the standard for high school graduation, it will push more kids out of high school than it will prepare for college.
This is not just cynical speculation. It is a reasonable projection based on the history of the NCLB decade, the dismantling of public education in the nation's urban centers, and the appalling growth of the inequality and concentrated poverty that remains the central problem in public education.
Nor are we exaggerating the potential for disaster. Consider this description from Charlotte Danielson, a highly regarded mainstream authority on teacher evaluation and a strong supporter of the Common Core:
I do worry somewhat about the assessments—I'm concerned that we may be headed for a train wreck there. The test items I've seen that have been released so far are extremely challenging. If I had to take a test that was entirely comprised of items like that, I'm not sure that I would pass it—and I've got a bunch of degrees. So I do worry that in some schools we'll have 80 percent or some large number of students failing. That's what I mean by train wreck.
Reports from the first wave of Common Core testing are already confirming these fears. This spring students, parents, and teachers in New York schools responded to administration of new Common Core tests developed by Pearson Inc. with a general outcry against their length, difficulty, and inappropriate content. Pearson included corporate logos and promotional material in reading passages. Students reported feeling overstressed and underprepared—meeting the tests with shock, anger, tears, and anxiety. Administrators requested guidelines for handling tests students had vomited on. Teachers and principals complained about the disruptive nature of the testing process and many parents encouraged their children to opt out.
Common Core has become part of the corporate reform project now stalking our schools. Unless we dismantle and defeat this larger effort, Common Core implementation will become another stage in the demise of public education. As schools struggle with these new mandates, we should defend our students, our schools, our communities, and ourselves by telling the truth about the Common Core. This means pushing back against implementation timelines and plans that set schools up to fail, resisting the stakes and priority attached to the tests, and exposing the truth about the commercial and political interests shaping and benefiting from this false panacea for the problems our schools face.
Rethinking Schools has always been skeptical of standards imposed from above. Too many standards projects have been efforts to move decisions about teaching and learning away from classrooms, educators, and school communities, only to put them in the hands of distant bureaucracies. Standards have often codified sanitized versions of history, politics, and culture that reinforce official myths while leaving out the voices, concerns, and realities of our students and communities. Whatever positive role standards might play in truly collaborative conversations about what our schools should teach and children should learn has been repeatedly undermined by bad process, suspect political agendas, and commercial interests.
Unfortunately there's been too little honest conversation and too little democracy in the development of the Common Core. We see consultants and corporate entrepreneurs where there should be parents and teachers, and more high-stakes testing where there should be none. Until that changes, it will be hard to distinguish the “next big thing” from the last one.

Friday, July 05, 2013

Resistance to Teach for America Grows

http://www.orchestratedpulse.com/2013/07/why-resist-tfa/

Why Are So Many People Resisting Teach for America?

Earlier this week, a group of educators in MN who opposed Teach for America’s (TFA) efforts to partner with the U of MN posted a letter summarizing their critiques of the program. They, and many others, represent a burgeoning resistance movement to TFA that is comprised of community members, educators, and former TFA members all united against TFA’s brand of “education reform”. In fact, July 11-14th there will be an education summit in Chicago that will include a session titled “Organizing Resistance to Teach for America and its Role in Privatization”.
The resistance has even extended into politics. In May 2013, the governor of MN vetoed a bill provision that would have given TFA $1.5 million over two years.  In his letter to the legislature, he justified his veto on the basis that (1) TFA has financial assets in excess of $350 million dollars and don’t need this state grant, (2) “No competitive grant program was established; no other applications were solicited; and no objective review was made by an independent panel of experts”.
I decided to write about TFA because I recently got into a huge fight with a few of my college friends over the program. I went to Carleton College, a fairly prestigious institution, and one of the “elite” feeder-schools into TFA, so I have a fair share of peers that are TFA members. I posted some criticisms of TFA, and some of my peers were incensed.  So, I want to take this time to break down what TFA really is, and why I and many others oppose this type of “education reform”.
For a detailed review of how TFA was founded and the organization’s mission, please read Andrew Hartman’s article for Jacobin Magazine: Teach for America: The Hidden Curriculum of Liberal Do-Gooders.

TFA’S CORPORATE ROOTS

Research shows that structural conditions or “out-of-school factors” determine at least two-thirds of students’ academic performance, but TFA treats teacher quality as the key variable in remedying inequality. Why would TFA and the education reform movement emphasize “value added” and “accountability” models over comprehensive strategies that attack the structural reality of poverty?
Teach for America’s corporate roots give us some clue. The program’s corporate sponsors directly benefit from the existing economic structure, and have no interest in radically altering that system .  The links between TFA and the banking sector offer a particularly cynical picture.
Wells Fargo is a core sponsor of Teach for America, an organization which purportedly seeks to uplift poor people of color.  Wells Fargo is the same bank that just paid $175 million dollars to settle allegations of racial discrimination in its mortgage lending. Do you really think that Wells Fargo, one of TFA’s biggest financial backers, is interested in the empowerment of poor people of color?
TFA also has the financial support of Goldman Sachs. This is the same financial institution that has consistently preyed on ordinary people and speculated on shaky financial investments, and after the bubbles burst, saddled the public with the losses.
To persist in thinking that TFA and its corporate backers are genuinely interested in remedying the plight–both personal and structural–of poor people, is to ignore the mounting evidence and embrace well-meaning– but misguided–fantasy. Substantively confronting poverty is nothing short of a revolutionary aim.  Goldman Sachs and Wells Fargo will not be funding that revolution. Is it not possible—if not probable—that financial institutions that collapsed the housing market for their own gain, would also look to profit from the dismantling of the public education system?

EDUCATION REFORM: PAVING THE WAY TOWARDS A FOR-PROFIT TAKEOVER OF EDUCATION

TFA’s goal has never been to create long-term teachers, as evidenced by the nearly 80% who stop teaching before year 4.  Instead, the purpose is to situate their alumni in positions of power where they will act as “advocates” for education reform.  In fact, Teach for America has crafted relationships with numerous investment firms and elite postgraduate schools who recruit directly from the program’s pool of second-year teachers. TFA calls this process the “second half of the movement”.
One new program, for example, coaches alumni in how to run for political office. Their goal is to get 100 leaders into elected office by 2010. “We have to have advocates in every sector to work on educational inequity,” Elissa Clapp, T.F.A.’s senior vice president for recruitment, told me in June… “Our alumni,” Clapp said, “are living proof that these two years could actually be a career accelerator.” Negar Azimi, Why Teach for America
Teach for America’s movement has trained a generation of policy advocates that is opening the door for private investment to exploit public education. One former TFA member, John White, was involved in a Florida education reform organization that, according to emails obtained via public records requests, “wrote and edited (state education) laws, regulations and executive orders, often in ways that improved profit opportunities for the organization’s financial backers”.
For years the education market was a notoriously difficult industry for private firms to penetrate. However, due to the strides that education reform has made in policy circles (in part the result of TFA’s alumni network), for-profit firms are beginning to make serious progress in education.  Venture capital firms are racing to invest; “transactions in the K-12 education sector soared to a record $389 million last year (2011), up from $13 million in 2005”.  Many of these investors are not looking to increase educational quality; rather, they want to cut cost and maximize profits.
Education entrepreneur John Katzman urged investors to look for companies developing software that can replace teachers for segments of the school day, driving down labor costs. ‘How do we use technology so that we require fewer highly qualified teachers?’ asked Katzman, who founded the Princeton Review test-prep company and now focuses on online learning. Stephanie Simon, Privatizing Public Schools: Big Firms Eyeing Profits From U.S. K-12 Market
Education reform advocates, including TFA, see standardized testing as the optimal means for evaluating student performance and teacher quality. These beliefs have in turn been codified into law, including at the federal level where No Child Left Behind (2002) and Race to the Top (2009) have tied school funding and evaluations to high-stakes testing.
The entire country just finished a decade-long experiment in standards-based, test-driven school reform called No Child Left Behind… Under threat of losing federal funds, all 50 states adopted or revised their standards and began testing every student, every year in every grade from 3–8 and again in high school. (Before NCLB, only 19 states tested all kids every year, after NCLB all 50 did.) Rethnking Schools Editorial, Corporate Education ‘From Above’ and the Trouble with Common Core
As a result of these reforms, the corporate testing industry—made up of test makers, exam scorers, and test prep agencies—grew by the billions.  In 2009 alone, the K-12 market generated $2.7 billion dollars, and by 2013, the market had increased to over $4 billion.
It’s not just the for-profit test industry gaining from education reform; for-profit firms are beginning to directly control public schools.  In many of the nearly 5,500 charter schools in the nation, “private management companies — some of them for-profit — are in full control of running public schools with public dollars“. TFA alumni are not only championing these corporate investment opportunities, but current TFA members are being used to staff many of these newly opened charter schools. These privately-managed charter schools are an emerging market for investors to make substantial profits.
Wealthy investors and major banks have been making windfall profits by using a little-known federal tax break to finance new charter-school construction. The program, the New Markets Tax Credit, is so lucrative that a lender who uses it can almost double his money in seven years. Juan Gonzalez, Albany Charter Cash Cow: Big Banks Making a Bundle on New Construction as Schools Bear the Cost
Many of these for-profit managed charter schools put profits before students, further exploiting the children’s vulnerability.

FOCUSING ON THE INDIVIDUAL, IGNORING THE STRUCTURE

Most liberal initiatives are designed to help individuals compete in what liberals believe is a system that, if neutral, is fundamentally just and desirable.
“The traditional liberal mentality conceives of society as being made up not of competing economic classes and ethnic groups, but rather of competing individuals who confront a neutral body of law and a neutral institutional complex”. Norman Podhoretz
I’m not saying that members of TFA are bad people, or that they’re not intelligent. Of course, not everyone in TFA shares the same opinions. However,I believe that they are being conditioned by a program that ignores the systemic nature of poverty and its affect on differently situated groups both in and out of the classroom, and therefore sees the individual as the problem to be corrected. According to the program, closing the achievement gap is about improving student performance, not changing economic structures. From my interactions with my  TFA friends that are angry at me, I suspect that they don’t notice the corporate exploitation behind the scenes because they’re not encouraged to question their assumptions about the economic system as a whole.
 Although 16 million American children face the extra challenges of poverty, an increasing body of evidence shows they can achieve at the highest levels. TFA
According to TFA, poverty is an extra challenge that individual children face. They don’t see poor children as a class, and so there is no need to challenge the structural conditions that afflict the group as a whole.  Poverty is merely an individual challenge, not a fundamental feature of a class society.  Personal effort is all that is required to overcome personal challenges, and so the weight falls on individual students and teachers to try their way out of poverty.  This mentality only serves to strengthen the organization’s corporate backers who are not only exploiting the larger economy, but are now taking advantage of the new opportunities that TFA and the education reform movement are providing these wealthy investors.
Finally,  I’m not uncritical of the public school system’s largely repressive and obtuse approach to learning, development, and humanity. However, instead of changing those practices, I believe that TFA’s emphasis on testing and competition only serves to reinforce the worst elements of the existing educational system. Worse yet, TFA’s brand of reform is opening the education system up to the same corporate forces that  collapsed the economy and left the public holding the bag. That’s why we need resistance movements.
TFA is right about one thing, “poverty is not a destiny”. It’s structural.


Monday, July 01, 2013

Valerie Reidy, Ding Dong

Note how the article talks about student scandals but ignores the fact that Reidy wiped out entire departments of teachers at Bronx High.

http://www.nytimes.com/2013/06/14/education/principal-at-bronx-high-school-of-science-is-leaving.html?ref=todayspaper&_r=2&pagewanted=print&

Principal at Bronx High School of Science Is Leaving

The longtime principal of the Bronx High School of Science has decided to retire at the end of summer, even as the public school, one of New York City’s most prestigious, is mired in an investigation into allegations of hazing on the boys’ track team

The principal, Valerie J. Reidy, who took over in 2001 after 23 years of teaching and managing at the school, said she was under no pressure from city education officials and was “not under investigation” in connection with the arrests of three track team members, all juniors, in March. 

“Was I happy about the track debacle? No,” Ms. Reidy said in a telephone interview on Thursday. “But is there ever going to be a perfect time?”
Ms. Reidy cited her age — she will turn 65 on Nov. 28 — and financial and family concerns for her decision. Her husband, James, retired two years ago from the federal Environmental Protection Agency, and one of her sons is set to wed in September. She wants to sell her house in Westchester County and travel more. Furthermore, she said, after factoring in differences in tax deductions, and savings on commuting costs, she will come out ahead by taking her pension instead of her salary, which is $150,926.
“I sort of had to grow up this year, and think with my head and not my heart,” she said. “Because if I thought with my heart, I would stay here forever. At some point in time, you have to say, ‘This is foolish.’ That is what my accountant told me.”
Her departure means that for the second straight year, the city’s Education Department will have to fill the leadership post at one of the system’s elite high schools.
Last August, Stanley Teitel, the principal of Stuyvesant High School, abruptly announced his retirement as the school was still reeling from a test-cheating scandal; he was succeeded by Jie Zhang, former leader of a specialized high school in Queens.
Lisa Rocchio, who graduated from Bronx Science in 1987 and is now its assistant principal for language and music, called Ms. Reidy “one of the strongest principals” she had ever seen at the school. “I think Valerie worked very, very hard to make sure that every child was educated and treated fairly and evenly,” she said.
But Ms. Reidy clashed fiercely with some teachers, including the chapter leader for the United Federation of Teachers. Turnover was high in recent years in the social studies and math departments, as teachers complained of what they felt was an overly critical administration. The union chapter leader declined to comment on Thursday.
Adam Stern, co-president of the parents’ association at the school, said he felt that any “bad feelings anyone has about her” were based on sexism against a strong, experienced woman who demanded excellence.
“A man exhibiting the same qualities, in a similar position, is labeled a great leader,” he said. “Hopefully one day this will change.”
More recently, the special commissioner of investigation for the Education Department has been looking into the school’s handling of hazing complaints. In February, three juniors on the track team were arrested after being accused of forcibly touching the genitals of a freshman teammate. An internal e-mail written last year by one of the athletic directors noted that the team had previously had a hazing episode, and urged coaches to keep watch over the locker rooms.
The misdemeanor cases are still pending, and Ms. Reidy said on Thursday that her supervisors had told her she had “handled it exactly right.”